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1、2021-2022年二年級(jí)英語(yǔ) Unit1 Hello!教案 北師大版 一、Teaching contents : Vocabulary: hello,what’s,your,name,my,children,what,is,hi,morning,goodbye,apple,ant,ball,baby,boy,cat,carrot,deer,dog,door Structure: Hello, my name’s (Jane). Hello, my name’s (Ken). What’s your name? What is your name?

2、Phonics: Aa,Bb,Cc,Dd 二、Teaching aims: Asking names and giving one’s own. 一、 Hard and key points: 1.Sing and chant. 2.Asking names and giving one’s own. 四、Teaching tools: Really objects, tape, pictures Period 1 一、Greetings: Sing a song: Please sit down. 二、Revisi

3、on: Review the words learnt in Grade 1 with the pictures. 三、Presentation and practice. Step 1 Give and use English name. 1. Give each child an English name tag to pin on. As each name tag is assigned, say the name and have the class repeat it after teacher. 2. Hold up the car

4、d, ask Ss to stand up when they see the card that matches their name tag. 3. Choose one student. Ask，“What’s your English name?”The student replies using the name on his or her card. Step 2 Introduce the characters. T: We are going to read some stories about these characters. 1.

5、Hold up the mask for Ann. Say,“Who’s this ?”Elicit the answer,“Ann”. 2. Repeat this for Ken, Mocky, and Uncle Booky. T: We are going to meet some new friends. Hold up the mask for Peter and WangLing. Step 3 Model the dialog. 1.Use WangLing’s mask and say ,“Hello, what’s your name?

6、” Then use Mocky’s mask and say.“My name’s Mocky.” 3. Use any two of the masks to practice. Step 4 Talk about the story. 1.Have Ss open the books. Ask: Picture1:“ Where are the children?” Picture2:“Who sees them?” Picture3\4\5:“What is the monkey doing?” Picture6:“ How are

7、they getting across the river?” Picture7\8:“Where are they all going?” 2.Have the class look at the pictures in the books as play the tape. Encourage the children to say the words. 3.Choose some Ss to act it out. 四、Homework Encourage the Ss to practice greeting their family and frien

8、ds in English. 教學(xué)后記： 通過(guò)系統(tǒng)的復(fù)習(xí)，學(xué)生能較好的掌握遺忘率較高的舊知識(shí)。但個(gè)別插班生還不能大膽開(kāi)口讀英語(yǔ)，講英語(yǔ)，還須多加鼓勵(lì)。對(duì)is的縮寫(xiě)讀法還有待加強(qiáng)。 Period 2 一、Greetings: 二、Revision: Review the Ss’ English names. 三、Presentation and practice. Step 1 Learn to say. 1.Have the class look at the picture at the top of the page and po

9、int to the character. As the tape is played, point to the words one at a time. 2.Without the tape ,read the words together. Have the Ss touch each word as they say it. Step 2 Listen to this. 1.T: Look at the first picture, who is talking? The Ss should answer,“Mockey” 2.Repeat for

10、the other five pictures. 3.Play the tape. Have the Ss number each picture. 4. Then check the answer. Step 3 Sing a song. 1. Have the Ss open the books. T: We are going to learn a song about our new friend. Read the words to the Ss ,point to each words. 2. Play the fi

11、rst six lines of the song several times, and encourage the Ss to join in by singing. Then ask the Ss touch the words as their sing along. 3. Play the last two lines of the song. Ask the Ss to sing these lines using their own English names. 4. Play the tape from the beginning. The Ss si

12、ng the first six lines together. For the last two lines, the Ss sing their English names. 5. Continue until all the Ss have sung their English names. 四、Homework：Sing the song and encourage the Ss to practice greeting their family and friends in English. 教學(xué)后記： 對(duì)歌曲的掌握學(xué)生都能主動(dòng)開(kāi)口，堅(jiān)持對(duì)學(xué)生口語(yǔ)的訓(xùn)練，

13、分角色來(lái)表演能調(diào)動(dòng)學(xué)生的積極性。 Period 3 一、Greetings: Good morning. How are you? What’s your name? Warm up: Using the masks, review the structures in a speech chain. “Hello, what’s your name?” “My name’s …. …’s my name.” Sing the song together. 二、Presentation: 1、Have Ss turn to the to

14、p of page 6. Display the page and model the dialog, pointing to the matching character as you speak. Have the girls say the words spoken by Cathy and Wang Ling, and the boys say Tommy’s words. Organize a speech chain, where Ss substitute their names for those that are underlined. 2、T: OK

15、, let’s move to the next part. Tell Ss that you are going to play a tape. Explain that you want them to listen to the tape and touch the correct characters when they hear them say, “Hello”. Play the tape and have Ss touch the correct pictures. 3、Take out some cards for the letters “A、B 、C、D

16、.” T: Do you know Ann? (hold up Ann’s mask) look at the first letter. This letter is called Letter A. then prompt the picture of the thing beginning with A(apple). Play the tape, point to the matching picture of the word. At last, play the tape again and have Ss say the words aloud. Repeat

17、 the procedure for letters BCD. 4、Give some time to remember the words. 5、Have Ss turn to the black and white copy of Uncle Booky’s ABC. They can trace over the letters ABCD and color the picture. 6、Homework: finish coloring part on page 7. 教學(xué)后記： 對(duì)于字母學(xué)生都能較好地掌握，但個(gè)別較難發(fā)音的單詞carrot，學(xué)生掌握的不夠，教

18、者應(yīng)多示范其讀音，多采用小組比賽的方式來(lái)鞏固單詞。 Period 4 一、Greetings: Hello. How are you? Nice to meet you. Warm up: sing the song. 二、Presentation: 1、Hold up picture cards for “Cat and dog”, “Ball and apple”. T: Say “Hello” to them. Hello, cat. Hello, dog. Make sure Ss can say these things when gi

19、ven a picture. Read the rhyme to Ss, pointing to each word. Play the tape for the rhyme and have Ss listen and point to the words on the page. 2、Put pictures of dog, cat, ball and apple on the board. Ask Ss to point to these pictures when listening to the tape again. Let them add actions an

20、d act the rhyme out. 3、Hold up the “what’s your name?”drillcard and read it to the Ss, pointing to the words as you read them. Have Ss repeat the question after you. In the same way, review “My name’s…” and “My name is…” Say the words of the question and answer as you point to each one. Div

21、ide the class into two groups. Have one group repeat the questions, and the other group repeat the answers. 4、Draw Ss’s attention to the bottom part of page 9. explain that when you point to a character you will ask a student to tell the class what that character would say. Give them some time

22、 to practice in groups. 5、Use “ABCD” to review the words on page 8. Pay more attention to the word “carrot”. 6、Homework: Color page 10. 教學(xué)后記： 學(xué)生對(duì)于打招呼的問(wèn)答都能識(shí)記，對(duì)前2句可以鞏固，但對(duì)于play and eat的發(fā)音不是很到位，教者應(yīng)多注意chant的節(jié)奏與個(gè)別單詞的發(fā)音。單詞替換可采用游戲，獎(jiǎng)勵(lì)的形式來(lái)進(jìn)行。 Period 5 一、Greetings: Warm up: chant together.

23、 二、 Presentation: 1、This is a vocabulary drill in the form of a game. (Game) Photocopy a Bingo Game board 1 on the screen. The teacher calls out the different character words and Ss find the correct picture in the gameboard. Ss circle the word or letter when they hear T calls it out.

24、 Ss call out “Bingo” each time they have circled a full column down the Bingo boards. (This part to review Ss’ words.) 2、Review: Good morning. Hello, what’s your name? My name’s… 3、T: We are going to listen to a story. Play the tape, ask Ss to listen to the story with their books closed.

25、 Have Ss open their books, and look at the pictures. Ask them to look for familiar words in the story. Encourage Ss to try to guess the meaning of words from the pictures. 4、Key words: Morning. One for you, one for me. Wake up. 5、Divide Ss into 4 groups act the dialog out. Try to remember m

26、ore sentences. 6、Review the words again. Let Ss say out the words one by one from the picture. Do the exercise on your workbooks on page 5,7. 7、Check. 8、Homework: finish workbook on page 6. 教學(xué)后記： 通過(guò)各種形式的操練，大部分學(xué)生對(duì)于新句型和對(duì)話掌握較好，成績(jī)好的學(xué)生掌握較好，但是由于本課對(duì)話較多，而且發(fā)音比較難，所以也有個(gè)別學(xué)生掌握不好。學(xué)生對(duì)故事的理解都能發(fā)揮自己的想象

27、能力來(lái)閱讀，分角色的競(jìng)賽朗讀學(xué)生較有興趣。 附送： 2021-2022年二年級(jí)英語(yǔ) Unit5 He’s my father2教案 北師大版 ⑴ 教學(xué)目標(biāo): ①知識(shí)目標(biāo)：Who’s?he/she??He’s/She’s?my?…?.?That’s?my?…?. ????????????father,?mother,?brother,?sister,?grandmother,?grandfather,?uncle,?aunt ②能力目標(biāo)：Listen,?say?and?talk. ③情感目標(biāo)：樂(lè)于探究學(xué)習(xí)，對(duì)擴(kuò)展活動(dòng)感興趣。滲透尊老愛(ài)幼的思想品德。 ⑵教學(xué)重難點(diǎn)：Wil

28、l?able?to?introduce?your?family. ⑶教學(xué)過(guò)程： 1. Warm-up Have?the?children?hold?up?their?family?pictures,?standing?opposite?each?other?in?pairs. Have?one?child?indicate?a?family?member?in?the?other?child’s?picture?and?say?“Who’s?that?” Have?the?other?child?answer:?“She’s/He’s?my?(sister).”?Check?that

29、?the?answers?are?appropriate. Now?have?the?children?reverse?the?roles. 2. Learn?to?say Student?Book?page?52 Have?the?children?look?at?the?pictures?at?the?top?of?page?52. As?you?play?the?tape,?have?the?children?touch?the?matching?pictures. Replay?the?tape?played,?point?to?the?words?one?at?a?tim

30、e. Without?the?tape,?read?the?words?together.?Have?the?children?touch?each?word?as?they?say?it. Play?the?tape?again?without?stopping.?Have?the?children?say?the?words?along?with?the?tape. 3. Listen?to?this ?Student?Book?page?52 ???Play?the?first?pair?of?sentences?on?the?tape. Explain?that?you?w

31、ant?the?children?to?touch?the?correct?picture. Display?your?copy?of?the?page.?Point?to?the?first?character.?Ask?the?question,“?Who’s?that?”?Try?to?elicit?the?answer,?“She’s?Kate.”?Then?point?to?the?boat?and?say,?“That’s?her?book.”?Encourage?the?children?to?disagree. Point?to?the?puter?and?say,?“Th

32、at’s?her?puter.”?The?children?should?agree. Repeat?for?the?other?four?pairs?of?sentences.?Make?sure?the?children?are?all?touching?the?correct?pictures. Play?the?tape?again,?stopping?after?each?statement.?Have?the?children?drew?a?line?form?the?character?to?his?or?her?object. 4. Let’s?sing ??Stude

33、nt?Book?page?53 ??Read?the?words?to?the?children,?pointing?to?each?word. ??Play?the?song?form?the?beginning.?Encourage?the?children?to?touch?the?words?in?their?books?as?they?sing?along. ??Play?the?song?again.?This?time,?ask?all?the?children?to?sing?along?and?to?clap?in?time. ??Divide?the?class?i

34、nto?two?groups.?Each?group?in?turn?sings?two?lines,?and?the?whole?class?joins?in?the?last?line. ?? Lesson?3 ⑴教學(xué)目標(biāo): ①知識(shí)目標(biāo)：Who’s?he/she??He’s/She’s?my?…?.?That’s?my?…?. ②能力目標(biāo)：Listen,?say?and?read. ③情感目標(biāo)：培養(yǎng)良好的英語(yǔ)學(xué)習(xí)習(xí)慣。 ⑵教學(xué)重難點(diǎn)：sounds?and?letters. ⑶教學(xué)過(guò)程： 1. Warm-up（Language?drill） Give?each?child

35、?paper?and?pencils?to?draw?a??picture?of?someone?they?like.?Ask?them?to?stand?in?a?circle?and?hold?up?their?pictures. Choose?one?child?and?practice?like?this: Q:?Who’s?he/she??????A:?He’s/She’s?…?. Q:?What’s?his/her?name?????????A:?His/Her?name’s?…. When?the?child?answers?correctly,?move?on?to?a

36、?second?child.?The?first?child?asks?the?questions?and?his?or?her?neighbor?answers. 2. Talk?together Read?the?words?for?each?picture?aloud,?pointing?to?each?word?on?your?page?as?you?read. Read?the?words?again?more?slowly.?Encourage?the?children?to?touch?each?word?as?you?say?it. 3.?Listen?and?matc

37、h ???Call?out?a?（a?puter,?a?car,?a?bike,?a?boat）and?have?children?touch?the?corresponding?picture. ???Play?the?tape,?have?the?children?write?the?number?in?the?small?box?beside?each?picture. ???Play?the?tape?again.?This?time?have?the?children?check?the?numbers?they?have?written. 3. Learn?the?new?

38、the?letters Write?letter?Ss?on?the?board.?Have?the?children?find?the?word?that?begins?with?S?in?Uncle?Booky’s?ABC.?Check?that?the?children?have?found?it. Say,“sun”,have?the?children?touch?the?matching?pictures?in?their?books. Repeat?the?procedure?used?to?learn?Tt,?Uu,?Vv Play?the?tape,?pointing?

39、to?the?matching?picture?of?each?word. Replay?the?tape,?and?have?the?children?say?the?words?aloud. Practice?the?letters?and?words?one?by?one. 4. Set?homework Trace?over?the?new?letters?in?Uncle?Booky’s?ABC. 5.教學(xué)反思：???????????????????????????????????????????????????????????????????? ????????????

40、????????????????????????????????????????????????????????????????????Lesson???4 ⑴教學(xué)目標(biāo): ①知識(shí)目標(biāo)：Who’s?he/she??He’s/She’s?my?…?.?That’s?my?…?. ②能力目標(biāo)：Listen,?read?and?write. ③情感目標(biāo)：樂(lè)于在生活中用所學(xué)的英語(yǔ)進(jìn)行交際。 ⑵教學(xué)重難點(diǎn)：The?correct?writing?of?the?letters. ⑶教學(xué)過(guò)程： 1. Write?the?letters?Ss,?Tt,?Uu?and?Vv ???Student?

41、Book?page?56 ???Say,?“Watch?me?write?the?letter?S.”?stand?with?your?back?to?the?class. ???Write?S?in?the?air,?using?large?arm?movements.?Have?the?children?write?the?letter?in?the?air?with?you. ??Repeat?the?procedure?for?the?small?letter?s. ??Have?the?children?turn?to?page?56?and?trace?over?the?c

42、apital?Ss.?On?the?next?line,?they?should?write?some?capital?Ss?by?themselves. ??repeat?the?same?procedure?for?Tt,?Uu?and?Vv. 2. Listen?for?S,?T,?U?and?V ??Student?Book?page?56 ??Display?your?copy?of?the?page.?Point?to?each?picture?in?turn?and?say?the?matching?word?and?its?beginning?sound?(for?ex

43、ample,?jeep,?jeep,?jeep). ??Now?play?the?tape.?As?the?children?listen?to?each?word?they?should?point?to?its?beginning?letter. ??Without?the?tape,?have?the?children?point?to?each?and?say?the?beginning?sound. ??Have?the?children?trace?the?letters?beside?the?pictures. 3. Uncle?Booky’s?Blackboard ?

44、?Student?Book?page?57 ??Hold?up?the?He’s?drill?card?and?read?it?to?the?children.?Repeat?the?procedure?with?the?He?is?drill?card.?Explain?that?both?structures?mean?the?same?thing.?Repeat?the?last?three?steps?for?She’s?and?She?is. ???Have?the?children?display?their?own?family?pictures. ??Move?aroun

45、d?the?classroom?and?ask?the?children?questions?about?their?individual?families(“Who’s?that?”,?“Who’s?he/she?”?).?Elicit,?“He’s/she’s?my(mother).” ??Put?the?children?in?pairs?and?have?them?ask?and?answer?questions?about?their?families. ??Now?pin?up?your?sheet?of?drawings?of?the?boat,?etc.?Using?the

46、?That’s,?my,?his,?and?her?drill?cards,?follow?the?procedure?outlined?above.?Use?all?possible?binations?as?you?hold?up?the?different?cards?and?point?to?the?appropriate?objects. ??Have?the?children?say?the?words?along?with?you?as?repeat?the?procedure,?this?time?using?the?flashcards. ??Have?the?child

47、ren?open?their?books?at?page?57.?Model?the?structures?on?Uncle?Book’s?Blackboard?by?reading?them?to?the?class. ??Have?the?children?repeat?the?words?after?you?in?a?class?drill. 4. Touch?and?say? ??Student?Book?page?57 ??Display?your?copy?of?page?57?and?draw?the?children’s?attention?to?the?“Touch?

48、and?say?”?section. ??Point?to?each?character?and?say?the?appropriate?sentences,?for?example,?She’s?my?mother.?That’s?her?car. ??Have?the?children?say?the?sentences?with?you?as?they?touch?the?correct?pictures.?Make?sure?they?first?touch?person?and?then?the?object. ??If?time?allows,?repeat?the?acti

49、vity?in?pairs?or?small?groups. 5.Set?homework Explain?to?the?children?that?you?want?them?to?tell?the?story?in?Lesson?1?to?their?families. ?6.?教學(xué)反思：???????????????????????????????????????????????????????????????????? ????????????????????????????????????????????????????????????????????????????????

50、? ????????????????????????????????????????????????????????????????????????????????? Lesson?5 ⑴教學(xué)目標(biāo): ①知識(shí)目標(biāo)：Who’s?he/she??He’s/She’s?my?…?.?That’s?my?…?. ②能力目標(biāo)：Read?and?chant. ③情感目標(biāo)：在活動(dòng)和歌謠中體會(huì)學(xué)習(xí)英語(yǔ)的樂(lè)趣。 ⑵教學(xué)重難點(diǎn)：Chant?fluently?along?with?the?music. ⑶教學(xué)過(guò)程： 1. Review Pin?up?the?two?sheets?of?dr

51、awings?from?Lesson?4,?and?read?out?to?the?children,?pointing?to?the?pictures?as?you?read?them. Have?the?children?repeat?after?you. Point?to?the?pictures?and?elicit?the?correct?words?from?the?children. 2. Trace?and?match Display?your?copy?of?the?page. Point?to?the?picture?of?Ann?in?the?center?of

52、?the?page.?Ask,“Who’s?she?”?Elicit?the?answer,?“She’s?Ann.” Explain?that?Ann?is?talking?about?her?family.?Read?the?words,“She’s?my?mother.?That’s?her?car.”P(pán)oint?to?the?words?as?you?say?them. Have?the?children?say?the?words?as?you?repeat?them,?touching?each?word?in?their?books. Now?ask?the?childre

53、n?to?find?Ann’s?mother?and?her?car?on?the?page?in?their?books. Repeat?the?procedure?for?the?rest?of?Ann’s?family. Explain?that?now?you?want?the?children?to?draw?a?line?from?each?character?to?the?words?that?she?says. Have?the?children?trace?over?the?dotted?lines?on?the?page?and?color?the?picture.

54、 3. Let’s?chant Use?pictures?or?real?objects?and?review?the?following?words:?tea,?taxi,?Uncle?Booky,?salad,?violin.?Make?sure?the?children?can?say?these?things?when?given?a?picture?or?a?real?object. Use?flashcards?and?have?children?practice?reading?these?words. Read?the?rhyme?to?the?children,?poi

55、nting?to?each?word. Play?the?tape?for?the?whole?rhyme?and?have?children?listen?and?point?the?words?and?the?matching?pictures?on?the?page. Play?the?tape?again?and?have?children?join?in,?encouraging?them?to?hum?or?clap?with?rhyme. Have?the?children?point?to?the?pictures?in?their?books?as?they?liste

56、n?to?the?tape?again.?They?can?also?add?some?actions?and?act?the?rhyme?out. 4. Homework 5.?教學(xué)反思：???????????????????????????????????????????????????????????????????? ????????????????????????????????????????????????????????????????????????????????? ??????????????????????????????????????????????????

57、??????????????????????????????? ? Lesson?6 ⑴教學(xué)目標(biāo): ①知識(shí)目標(biāo)：Who’s?he/she??He’s/She’s?my?…?.?That’s?my?…?. ②能力目標(biāo)：Listen,?read?and?say. ③情感目標(biāo)：樂(lè)于探究，對(duì)英語(yǔ)讀物感興趣。 ⑵教學(xué)重難點(diǎn)：Catch?the?main?idea?of?the?story. ⑶教學(xué)過(guò)程： 1. Warm-up Chant?together?along?with?the?music?and?do?the?actions. 2. Uncle?Booky’s?Stor

58、y?time Look?at?the?picture?and?listen?to?the?tape?first. Try?to?guess?the?meaning?of?the?new?words. Listen?again?and?catch?the?meaning?from?the?teacher. Read?out?the?story. 3. Blackboard?Game Divide?the?class?into?two?teams?and?have?them?stand?in?two?rows,?facing?the?blackboard.?Explain?that?y

59、ou?will?call?out?a?word.?The?first?child?in?each?team?must?then?rush?to?the?blackboard?and?draw?a?matching?picture?on?the?board.?For?example,?if?you?say?pen,?the?children?should?draw?a?picture?of?a?pen.?Emphasize?that?the?child?who?finishes?drawing?first?wins?a?point?for?his?or?her?tea.?At?the?end?o

60、f?the?game,?point?to?each?drawing?in?turn?and?elicit?its?English?name. 4. Self-assessment Have?the?children?do?this?part?in?pairs?or?in?groups?by?themselves.?Children?should?assess?themselves?according?to?their?own?situation. They?should?be?encouraged?to?pare?their?results?with?and?learn?from?eac

61、h?other. In?the?first?activity,?tell?the?children?to?look?at?pictures?and?help?Ann?to?plete?the?sentences.?Have?them?pare?their?results?with?each?other. In?the?second?activity,?have?the?children?work?in?pairs?and?circle?all?the?letters?they?have?learned.?Have?them?pare?their?results?with?other?groups,?and?read?out?what?they?have?found. 5.?教學(xué)反思：???????????????????????????????????????????????????????????????????? ????????????????????????????????????????????????????????????????????????????????? ?????????????????????????????????????????????????????????????????????????????????